Resource centre
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American West (The) and the History of Medicine
Revision aids
Stuart Fewster
These programs were developed to support the revision period before the final examination, especially for those students who find it difficult to focus on their work for sustained periods (often characterised as the boys who get D grades when they ought to get higher). |
Ancient Egypt (Finding out about)
Here from Sue Wilkinson is a straightforward 'finding out' exercise which aims to develop research skills using both existing notes and texts and the Internet. |
Bayeux Tapestry and
the World Wide Web
Alf Wilkinson, HA NOF Training Manager
Resources on the Web provide the opportunity to take a new look at 'old' evidence.
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Black Death
This sourcebook activity develops ICT, word processing and, above all, historical thinking skills. |
Chartism
(16+)
By Derek Peaple, Headteacher, Woodcote High School, Coulsden,
Surrey
This can be used either as an additional text or as an interactive
resource tool. By clicking on key words, students can move to
an event or issue in greater depth, accessing additional 'layers'
of information in the form of documents, historians' views or
images. |
Coalbrookdale in the 19th Century
Ben Walsh, History Online Editorial Board
How to use a census data file without terminal boredom or rampant pointlessness setting in.
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Crime and punishment
This activity looks at attitudes to crime and punishment during the Industrial Revolution. |
Depression (The impact
of the) on 1930s Europe (16+)
Simon Peaple
The resource consists of an interactive map of Europe; a glossary;
student guide; and information that can be both downloaded in
text file format, or accessed via a map by clicking on the various
states. |
Everyday
life in the 12th Century (11-14)
Sue Wilkinson
This resource focuses on everyday life in the early Norman era
- not kings, castles and battles - but you and me, the ordinary,
everyday folk. The activities ask students to push their use
and understanding of evidence and many can be combined with
good computing skills to both enhance the learning and the history.
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Everyday
life in the 20th Century
Alf Wilkinson HA/NOF Training Manager
This unit examines everyday life through photographic and written
evidence. |
French Revolution (The underlying causes of the)
Tony Hier, Thomas Tallis School (a comprehensive for 11-18 year olds), South London
This is a source based investigation for 11 to 14 year olds into the deep-rooted causes of the French Revolution using basic computer skills.
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Germany in 1923: The great inflation
A simple set of activities designed to make the hyperinflation in Germany in 1923 less an exercise in economic theory and more of a human story. |
Hastings 1066
Stuart Fewster
This is a revision aid which allows pupils to simulate the events
of 14 October 1066. |
Hatched, matched and dispatched! - Wellington Parish Records, 1683-1782
Robert Alfano, Head of History at Court Fields Community School, Wellington, Somerset (a comprehensive for 11-16 year olds)
Using numbers of baptisms, burials and marriages from the parish records of Wellington between 1683 and 1782, this activity provides a guide to using spreadsheets in history classrooms.
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Holocaust (The): What was the final solution?
Alf Wilkinson, HA NOF Training Manager
This is a beautifully simple and flexible teaching plan to make good use of an extremely powerful and high quality website.
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Hovels, Holes or Homes? Housing conditions in 19th Century towns and cities
Ben Walsh, History Online Editorial Board
The aim of this exercise is to get students active, involved and interested, but also talking about what they see and asking intelligent questions.
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League of Nations (The)
A fun, active approach to studying the setting up of the League and its work in the 1920s. |
Lenin: Great or good?
An Email conference
Diana Laffin at The Holt School, Wokingham and Richard Harris, Kennet School, Thatcham
How to set up an A level Email conference. |
Medieval monarchy
Paul Bertram and Phil Laycock, Harwich School, Essex
Medieval monarchy is a data handling resource on monarchs 1066-1500. |
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Myths and Memories
of World War Two
Andrew Wrenn, General Adviser for History in Cambridgeshire
This unit looks at how historical interpretations of the Second
World War have shaped our understanding of national identity
and history. |
Nazi consolidation
of power (The), 1933-1934
Ben Walsh
A presentation on this important topic aimed at older students,
along with student handouts and activity ideas to make note
taking more effective. It has an optional ICT dimension using
presentation software. |
Nazi propaganda (Was
it effective?)
Ben Walsh
The intention of this exercise is to assess the relationship
between the prevalence and power of Nazi propaganda, and the
extent to which its messages penetrated the consciousness of
ordinary Germans. |
Nazi
support (Here was hope: Why did people in Germany support Hitler
and the Nazi Party?)
This exercise applies word processing tools to source material
from the Sourcebook Hitler's Germany. Students are asked to
consider the reasons for popular support of the Nazi Party in
Germany and to produce a structured piece of writing that answers
the question. |
Peacemakers
Phil Herring, Alun Morgan and David Downey
Peacemakers is a decision-making program providing an innovative approach to a complex subject. |
Portraits as evidence
This exercise aims to get pupils to think about the nature of evidence - and especially about the reliability of paintings as evidence. |
Reformation (Image of the)
Using a difficult visual source to examine a view of the Reformation and to teach students to interpret visual sources systematically. |
Roman Empire (Why did the Western Roman Empire collapse?)
This activity is aimed at students in the age range 11-14. The essence of the activity lies in the melding of a number of important aspects of knowledge and processes. |
Russia
1905-14: Modernising or heading for disaster?
Ben Walsh
This is aimed at students aged 16+, although brighter younger
students could also benefit from it. The aim is to get students
to shape their reading to a particular purpose: in this instance
to decide how much progress the Tsar's regime made in Russia
in the period after the 1905 revolution. |
Russia in 1913
Students are given the opportunity to 'interview' individuals in Russia in 1913 and reach a conclusion on the state of the country on the eve of war. |
Slaves, subjects and citizens: The thinking citizenship project
Andrew Wrenn, General Advisor for History in Cambridgeshire
This is a substantial piece of work, linking history (Britain 1750-1900) and citizenship, designed for use with 13 and 14 year olds. Because of the UK Citizenship initiative, this project has been developed with the National Curriculum 2000 for England very much in mind. |
Somme
(The): A history modelling program (Age 11-14)
Stuart Fewster
The Battle of the Somme program is intended to help students
understand some of the ideas and issues behind one of the most
famous and well-documented battles of the First World War. Students
take the part of an officer charged with preparing a plan for
the offensive. |
Stalin
Professor Alec Nove
Revised and edited by Dr Francis King, tutor in history at the University of East Anglia
First published by the Historical Association, his edition is a specially commissioned, newly revised third edition. As any teacher or student of 20th Century Russia will know, the political face of what was the USSR changes continuously.
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Stalin (The rise of): Where does history come from?
Many students have an impression of Stalin's rise to power as the result of his opponents' errors, or just luck. This activity asks them to question this view.
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Using
the local environment
Over the next few months, History Online will be publishing
a series of short local history articles, supporting the Historical
Association's Local History 2002 week. |
Vietnam Wars (Teaching the), 1940-1975
Richard Drysdale, Head of History at St Peter's School, York
Comprehensive materials covering all aspects of the wars.
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World War One (Aspects of)
Simon Peaple, Subject Leader for history and politics at Stafford College of Further Education
An academic article supported by structured activites to address the key question: Was the war won on the Western Front or the Home Front?
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